MCR8039 : Advanced Clinical Research Delivery in Practice
- Offered for Year: 2026/27
- Module Leader(s): Dr Shelina Visram
- Owning School: Pharmacy
- Teaching Location: Mixed Location
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 10 |
| Semester 3 Credit Value: | 10 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
The aim of this module is to extend students’ expertise in Clinical Research Delivery to an advanced level of autonomous and strategic practice. This includes developing a critical understanding of the leadership, governance, operational and system-level factors that influence the successful delivery of clinical research across diverse health and social care settings. The module is designed to enable students to synthesise and apply the knowledge and skills developed earlier in the programme (or in their professional practice) in order to lead, manage and improve clinical research delivery within their own professional contexts. Drawing on learning from MRC8032: Clinical Research Delivery in Practice (or equivalent), you will develop learning towards Capabilities in Practice (CiP) 3 and 4 as outlined by the National Institute for Health and Care Research (NIHR) and Academy of Medical Royal Colleges Clinical Research Framework.
Outline Of Syllabus
The module is structured around CiP3 (To identify and evaluate the key processes of research) and CiP4 (To understand other stages within a networked clinical research study), which you will be expected to demonstrate on completion.
Indicative topics include:
Strategic leadership in clinical research
• Writing research proposals and/or protocols
• Securing funding and resource allocation
• Developing and refining research questions
• Designing feasible studies
• Planning follow-on studies
• Translating findings into practice and service development
Operational delivery and regulatory governance
• Study set-up and regulatory approvals (ethics, HRA, registration requirements)
• Data management, protection and GDPR compliance
• Oversight of study conduct and quality assurance
• Data analysis, interpretation and dissemination
Workforce leadership and supervision
• Workforce planning in research delivery
• Supervision, mentorship and performance development
• Building research capacity within clinical teams
Equity, inclusion and public involvement
• Embedding equality, diversity and inclusion in research design and delivery
• Public and patient involvement and engagement (PPIE)
• Addressing health inequalities through research leadership
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 1 | 2:00 | 2:00 | Introduction to module |
| Guided Independent Study | Assessment preparation and completion | 3 | 15:00 | 45:00 | Summative assessments |
| Scheduled Learning And Teaching Activities | Small group teaching | 5 | 2:00 | 10:00 | Workshops with University mentors |
| Structured Guided Learning | Structured research and reading activities | 5 | 3:00 | 15:00 | Online content and activities |
| Scheduled Learning And Teaching Activities | Small group teaching | 6 | 2:00 | 12:00 | Review meetings with workplace supervisors |
| Guided Independent Study | Independent study | 86 | 1:00 | 86:00 | Supplementary reading |
| Guided Independent Study | Distance Learning Advance Preparation | 5 | 6:00 | 30:00 | Workplace activities and reflection |
| Total | 200:00 |
Teaching Rationale And Relationship
This module adopts a blended learning approach appropriate to experienced practitioners progressing towards autonomous and strategic leadership in clinical research delivery. Teaching methods are designed to support critical analysis, synthesis of knowledge and application within real-world contexts.
Guided learning opportunities available via the VLE (Canvas) will explore advanced themes, including strategic governance, regulatory oversight and inclusive research practice. Interactive elements will emphasise critical discussion, case analysis and peer exchange, enabling students to achieve the intended knowledge outcomes. Facilitated small group sessions will allow students to present real workplace challenges and receive structured peer feedback. This supports development of leadership capability, reflective practice and strategic communication skills aligned to the intended skills outcomes.
As with the preceding module (MCR8032), experiential learning within the student’s own clinical research environment is central. However, the focus shifts from operational competence to leadership, supervision and system improvement. Supported by a workplace supervisor, students will be expected to undertake activities such as leading elements of study delivery, contributing to audit readiness or mentoring colleagues. This directly enables demonstration of CiP3 and CiP4 capabilities and supports all intended skills outcomes. Structured reflective exercises will enable students to critically evaluate their leadership approach, governance decisions and impact on research delivery systems. This ensures integration of theory and practice and supports progression toward autonomous professional judgement. The workplace supervisor will also monitor progress towards CiP3 and CiP4 via the skills portfolio.
Overall, the teaching strategy moves students from performing defined research tasks to critically evaluating, leading and improving research delivery systems. The alignment between online materials (knowledge acquisition), applied case work (analysis) and workplace-based learning (capability demonstration) ensures coherent achievement of both knowledge and skills learning outcomes.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Report | 3 | M | 20 | Written report (1500 words max) describing an inclusive research delivery strategy. To pass this module candidates must achieve a mark of at least 50% in this assessment. |
| Oral Presentation | 3 | M | 20 | Prerecorded presentation (10 mins) justifying the proposed strategy to a senior audience.To pass this module candidates must achieve a mark of at least 50% in this assessment. |
| Written exercise | 3 | M | 60 | Reflective portfolio of activities (2000 words max) demonstrating learning towards CiP3/4. To pass this module candidates must achieve a mark of at least 50% in this assessment. |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Written exercise | 2 | M | Structured CiP3/4 capability mapping exercise (approx. 500 words) |
Assessment Rationale And Relationship
Formatives:
The formative assessment for this module will invite students to engage in initial reflection on their prior learning in clinical research delivery, map evidence demonstrating achievement of CiP3 and CiP4, and identify gaps in their knowledge and skills. They will also participate in online student discussion boards via the VLE, to obtain peer feedback on their learning goals.
Summatives:
1A. Written report (20%)
Students will develop a concise strategic proposal (up to 1500 words) to improve inclusion within a clinical research delivery context relevant to their own organisation or practice setting. This will require them to: critically evaluate barriers to equitable participation within a defined context; propose a realistic implementation plan; and define measurable success indicators.
1B. Oral presentation (20%)
Students will submit a pre-recorded leadership briefing (10 minutes), in which they present and justify their inclusive research delivery strategy to a simulated senior audience. This will require them to: articulate the problem clearly and persuasively; justify their proposed approach; demonstrate awareness of stakeholder priorities; and address potential risks and implementation challenges.
This assessment is designed to evaluate students’ ability to apply knowledge of governance, inclusion and system-level research delivery in the development of a feasible intervention. The written component assesses critical analysis and strategic planning, while the presentation assesses the ability to communicate and justify strategic decisions to stakeholders. Together, these components reflect the authentic practice of advanced clinical research delivery and align with progression toward CiP 3 and 4.
2. Reflective portfolio (60%)
Students will compile a structured portfolio (2000 words max) evidencing their progression towards advanced capability in clinical research delivery practice. The portfolio will require students to demonstrate, through critically reflective accounts and supporting evidence, how they have developed and applied advanced knowledge and skills in relation to inclusive research delivery. This assessment enables students to demonstrate the integration of knowledge, professional judgement and leadership practice over time. The portfolio format reflects the applied, professional nature of the module and supports explicit mapping of evidence to CiP3 and CiP4.
In order to pass this module, students are required to achieve an overall pass mark of 50% or above for each summative assessment as well as for the module overall.
Reading Lists
Timetable
- Timetable Website: